Measuring Literacy Mechanism and Assessment of Literacy Levels in Pakistan

Procedia - Social and Behavioral Sciences 47 ( 2012 ) 391 – 395

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi: 10.1016/j.sbspro.2012.06.669

CY-ICER2012

Measuring literacy mechanism and assessment of literacy levels in Pakistan

Muhammad Shakira *, Abdul Hameed Loneb, Jam Muhammad Zafarc aPhD Scholar, Department of Education, The Islamia University of Bahwalpur, Pakistan

bAssitt. Professor, Department of Educational Development,KIU, Gilgat-Baltistan,Pakistan cPhD Scholar, Department of Education, The Islamia University of Bahwalpur, Pakistan

Abstract

The main objective of this research study was to assess the literacy measuring mechanism and the existing levels of literacy in selected rural and urban areas of Pakistan. Two separate survey tools were used to collect the data. The subject of the study was of the people, ages from 10 to 59 years, who have completed their primary education, but did notable avail elementary or beyond levels of education. 1812 persons from 256 households were found and just 104 persons have participated in the literacy test. Researcher used certain procedure like as sum of coded values, percentage distribution, and average. The analysis of the data clearly shows that the urban areas are very lack in self-learning level while the rural areas are good in their self-learning levels. The educational grades reflect an obvious indication that the grade 6 is a level which may be standardized as the standard grade for achieving the literacy in Pakistan. Primary education which, encompasses from grade prep to five is basically considered to be measured as literacy grade while the study suggests that these grades are lack in determining the initial literacy level of a person. It is recommended to enhance the quality of primary education with more focus upon the learning of practical literacy skills. As this study recommends that grade six may be determined as the foundation grade to determine the literate, which may be generalized to other parts of the country. © 2012 Published by Elsevier Ltd.

Keywords: Literacy levels, Measuring mechanism, Literacy standards, Assessment of levels;

1. Introduction

The government of Pakistan is expanding a lot of resources to enhance literacy rate in the country. Although we have not so far achieved the desired increase in literacy, it is hope that government will double its efforts to fulfill its commitment made in Dakar Framework. Literacy is a human right, a tool of personal empowerment and a means for social and human development. Educational opportunities depend on literacy. Literacy is at the heart of basic education for all, and essential for eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy. Every countries of the world have its own mechanism of measuring the rate of literacy. Mostly they rely on national population censuses that take place every five or ten years in many countries. Some countries use literacy surveys to collect more detailed data, additional data from national publications and reports and from ad-hock surveys are used to

*Muhammad Shakir. Tel.: +92-300-749-6365 E-mail address:[email protected]

Available online at www.sciencedirect.com

© 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu

392 Muhammad Shakir et al. / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 391 – 395

supplement literacy statistics at the international level. Literacy ideally should be determined by measuring the reading, writing and numeracy skills of each person within a social context. Organizing such measurements during national population censuses may be too time-consuming, costly and complex. However, some countries do require census enumerators to administer a simple test by asking each person in a household to read a simple, preselected text. But enumerators usually determine literacy status on the basis of self-declaration or a declaration by the head of the household. In Pakistan national population census is considered the only reliable source, to identify the literacy rate and literacy levels in the country.

2. Objectives of the study

The main objective of this research study were to assess the literacy measuring mechanisms and the existing levels of literacy in selected rural and urban areas of Pakistan.

3. Methodology

Descriptive survey, method was used to conduct this research study. The population of the research was comprised of both urban and rural areas of District Muzaffargarh. Population age was taken between 10-59 years, who have completed primary schooling of grad 4th, but have not availed the elementary education. The district Muzaffargarhis comprises of four Subdivisions and each Subdivision was further divided into two strata; rural and urban. Sampling was selected by using stratified sampling techniques. So four villages and four towns from each subdivision of the District Muzaffargarh were randomly selected. Eight houses from each village/town were selected randomly. A household roster was developed by the researcher. The household survey was used to get background information of the respondents. Stage one helped to identify the literates from the population. This survey contained the following information: Basic , basic household information and Information on means of acquiring literacy. Stage two a survey questionnaire (Literacy Test) was developed based on the UNESCO literacy definition and the parameters used in surveys conducted in other countries like Lao, Bangladesh, Ghana, Nepal, Botswana, Ondangwa, Ethiopia and Kenya. Before starting data collection the research visited to the potential respondents through local leaders and other influential people to establish good rapport with the local community. These introductory meetings facilitated the researcher to build up good rapport with respondents. Appointments were fixed according to the community convenience. This procedure helped to collect information about their personal lives. This process also helped in the identification of literates who were between 10-59 years age group and have completed primary education but not completed elementary. After identification of literates, the researcher administered the test on the identified adults.

The Results and Discussion

All household members of the sample aged 10 or above were asked that they can read and write with understanding a short statement of daily life. In Pakistan the literacy rate is reported by the government by counting the number and percentage of all the people who completed the primary level of education. For reporting the literacy rate, the government does not take any test to test their literacy skills of the people. It merely counts the numbers and reports the literacy rates. During survey some caution were observed for following reasons:

During the survey, surveyor did not visit each house and sat at specific place and got information about all households of the village from one or two person.

Sometimes surveyor sat in schools and got information from students about their households which were not reliable.

It was also observed during the survey that mostly surveyor automatically by self-assumed the condition of household.

Mostly surveyors did not take this practice seriously.


Due to these factors literacy rates of Pakistan were not reliable and literacy rates have a tendency to be exaggerated.

Table 1 Reported Literacy Rates in Muzaffargarh

Area/ Subgroup

Tested Sample

Tested Sample % Male % Female %

District 457 38.50% 41.0% 36.0% Urban 304 66.52% 70.84% 62.2% Rural 153 33.48% 35.68% 31.28%

Table1 describes that tested literacy rate in Muzaffargarh district is 38.50% in which male and female ratio is 41.0% and 36.0% respectively. There is strong variation between rural and urban areas of the district.

Table 2 Reported Adult Literacy Rates

Source of Information Both Sex Male Female Population Census 1998 28.45% 40.87% 14.77% Projected Literacy Rate 2008 38.78% 53.57% 24.38% Researcher Survey (2008) 38.50% 41.0% 36.0%

Table 2 portrays the Reported adult literacy rates of district Muzaffargarh aged (10-59) by government of Pakistan in different time periods; there are some sources of information to report adult literacy rates these are; population census (1998), projected literacy rate by 2008 and Current researcher survey (2008) by researcher himself. Population census (1998) shows 28.45% literacy rate of district Muzaffargarh and projected literacy (2008) with 3.38% per annum growth rate is 38.78%.

4. Tested Literacy Rates

The concept of tested literacy referred to measuring the literacy skills of literate person against criteria. For this purpose literacy test was developed keeping in view all the aspects of literacy skills which should be there in a literate person. The purpose of testing literacy level is to find out whether the people who are reported literate genuinely qualify as literates or not. For this purpose, it was determined not to include those people who have completed elementary education as they were understood to be literate and the adults who were 10-59 year age group and have passed four or five grade but not elementary level were selected for test. According to these selection criteria following adults were eligible and were tested.

Table 3Tested Literacy Rates (3 Skills) of Different Sub-Groups (aged 10-59, Reading, Writing, and Numeracy) Regions Basic Level Middle Level Self-Learning Level

4 Tehsils (10-59) 29.9% 17.9% 6.4%

M.Garh (10-59) 33.9% 27.7% 6.5%

Kot Adu (10-59) 31.75% 20.2% 0.0%

Ali Pur (10-59) 24.7% 9.05% 9.05%

Jatoi (10-59) 29.3% 14.65% 10.05%

Table 3 describes tested literacy rates of different sub-groups aged 10-59 years in reading, writing and numeracy. In district Muzaffargarh total participants were 104 who were participated in test. Only 29.9% have attained the minimum criteria of basic level of literacy, 17.9% meet the Middle level and 6.4% have achieved self-learning level. In Tehsil Muzaffargarh 33.3% adults have attained basic level of literacy and 6.5% participants have attained self-learning level but in Tehsil Kot Adu 31.75% adults have meet the criteria of basic level of literacy and no one can meet the criteria of self-learning and participants in Tehsil Jatoi has attained highest level of self-learning it is (10.05%) and 29.9% attained basic level literacy.


Table 4 Tested Literacy Rates (3 Skills) for Different Sub-Groups (Urban area) aged 10-59, Reading, Writing, and Numeracy)

Regions Urban

Basic Level Middle Level Self-Learning Level

4 Tehsils (10-59) 32.9% 12.6% 2.3%

M.Garh (10-59) 37.5% 25% 0.0%

Kot Adu (10-59) 35.7% 7.1% 0.0%

Ali Pur (10-59) 22.2% 0.0% 0.0%

Jatoi (10-59) 36.4% 18.2% 9.0%

Table 4 shows tested literacy rates of reading, writing and numeracy skills of different sub groups of urban areas aged 10-59 years. In urban areas of district Muzaffargarh 32.9% participants have attained basic literacy level, 12.6% have achieved middle level and just 2.3 participants have achieved 2.25% from four Tehsils of Muzaffargarh. From one Tehsil it is 9.0% but others three Tehsils there is no one participant who have achieved self-learning level.

Table 5Tested Literacy Rates (3 Skills) for Different Sub-Groups (Rural area) aged 10-59, Reading, Writing, and Numeracy)

Regions Rural

Basic Level Middle Level Self-Learning Level

4 Tehsils (10-59) 26.9% 23.2% 10.6%

M.Garh (10-59) 30.4% 30.4% 13%

Kot Adu (10-59) 27.8% 33.3% 0.0%

Ali Pur (10-59) 27.2% 18.1% 18.1%

Jatoi (10-59) 22.2% 11.1% 11.1%

Table 5 describes the tested literacy rates of 3 skills (reading, writing and numeracy) for different sub-groups in rural areas. The above table portrays that in participants from rural areas achieved better scores upon urban areas of district Muzaffargarh self-learning level as well as middle level. Among the four Tehsils the participants in Muzaffargarh Tehsil have attained good score in basic skill but the participant of Tehsil Ali Pur have achieved good scores in all levels particularly in self-learning level.

Table 6Tested Literacy Rates (3 Skills) for (Grade Wise) aged 10-59, in Reading, Writing, and Numeracy)

Education Grades Basic Level Middle Level Self-Learning Level

Grade 4

10.0% 0.0% 0.0% Grade 5

24.6% 18.03% 3.3% Grade 6

42.9% 19.1% 9.5% Grade 7

25.0% 33.3% 25.0% Table 6 explores grade wise tested levels of literacy in three skills aged 10-59 years in reading, writing and numeracy. The above table indicates that five years or 5th Grade of schooling is generally required to achieve basic level of literacy. Just 10% participants have achieved basic level of literacy and no one of them could achieve middle and self-learning levels. But completion of 5th grade does not grantee basic level of literacy because some of them have not attained the basic level of literacy. Participants of lower elementary level have attained significant scores in all skills and all levels e.g. (basic, middle and self-learning).


5. Findings

Following are the extracted findings from the analysis of this study. a. Tehsil wise comparison shows that Ali Pur subdivision has highest self-learning while Kot Adu subdivision

has the lowest level. Tehsils Muzaffargarh has achieved highest in middle and basic levels. b. The comparison of data at urban level shows that Muzaffargarh has attained highest in basic and middle

levels while the subdivision Jatoi is highest in self-learning level. c. The data of rural areas shows that Alipur subdivision has highest in self-learning, Muzaffargarhis highest in

basic level and Kot Adu is highest in middle level of literacy. d. Data of educational grades depicts that grade 7 is highest in self and middle level learning; grade 6 is

highest in basic level while grade 4 is lowest in basic middle and self-learning.

6. Recommendation

In the light of above mentioned findings and discussions following recommendations may be suggested. a. Urban areas are needed to be more focused in future educational developmental activities to increase their

self-learning skills. b. Primary education which, in Pakistan encompasses from grade prep to five are basically considered to be

measured as literacy grades while the study suggests that these grades are very lack in determining the initial literacy level of a person. It is recommended to enhance the quality of primary education with more focused upon practical literacy skills.

c. The findings of the study recommend that quality control measure should be taken on different stages of census during collection stage and reporting information.

d. As the study recommends that grade six can be determined as the foundation to determine the literate or not, may be generalized to other parts of the country.

References

Education Watch (2003). Need of New Vision, Literacy in Bangladesh: Campaign for Popular Education (CAMPE). Education Watch. 2001. Renewed Hope, Daunting Challenges: State of Primary Education in Bangladesh.

vey 2008- Jagnnath Mohanty,(2007), Adult and non-formal Education, Deep & Deep Publication India, 86-87. National census of Pakistan (1998), Government of Pakistan, Islamabad Sabiha H. Rehmani. (2003). Reconstruction of Literacy Compain in Pakistan, Journal of Social Sciences & Humanities, vol. 1 no. UNESCO, (2004) Literacy trends in Pakistan, UNESCO Office Islamabad. Smith, S.C. et al., (2006). School Leadership.California: Crown Press A Sage Publication Company. Statistics Year Book (2009)Federal Bureau of Statistics, Government of Pakistan, Islmabad UNESCO-Bangkok and Asia and Pacific Regional Bureau for Education. 2002. Lao National Literacy SurveyExperience. Bangkok. UNESO, (2007). Capacity building for improving quality and scope of literacy programmes in Pakistan. Material Review Workshop on Literacy

Teachers Training Manual. UNESO Office Islamabad. UNESCO, Literacy Empowers(http://www.yespakistan.com/education/ch_illiteracy.asp. Retrieved on 09.01.2009).

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Measuring Literacy Mechanism and Assessment of Literacy Levels in Pakistan